Instructionally Useful Assessments: Don’t Tell Us—Show Us
Education leaders and vendors claim that many assessments are “instructionally useful.” Such claims must be highly specific, and supported by evidence.
Read MoreCategory: Large Scale
Assessment Data Masquerading as Instructionally Useful Information
Which kinds of tests provide information that helps teachers adjust their instruction? We outline 10 key features of instructionally useful assessments
Read More
What We’re Up To: Center Presentations at NCSA
We’re giving a bunch of interesting presentations at the National Conference on Student Assessment in June. Here’s a rundown of what we’re doing.
Read More
Peer Review: Can Emerging Programs Meet the Requirements?
Through-year and other novel test designs face challenges in peer review. Three changes by the U.S. Department of Education could improve the process.
Read More
The Future of Assessment in the Age of Artificial Intelligence
Google’s recent release of Gemini showcases AI’s potential to reshape educational assessment. We must be open to these changes, while monitoring and managing their risks.
Read More
Do We Really Need to Test All Students Every Year?
We can reduce testing in schools without sacrificing meaningful annual reports on students’ learning.
Read More
Three Common Misconceptions About State Assessments
Experts shed light on key aspects of state testing: comparability, proficiency, and instructional utility.
Read More
Can We Reduce Testing in K-12 Schools?
State testing has long been criticized for many reasons. We undertook a study to examine what tradeoffs might be necessary to reduce the footprint of state testing. Here’s a preview of our early findings.
Read More
Consider Backward Assessment Design
If an assessment is meant to help teachers get insight into student learning and adjust their instruction, test designers must start with the end in mind.
Read More
Building Innovative Assessments in an Era of Accountability
After Georgia pulled out of a federal assessment pilot, the state’s testing chief reflects on the policy changes necessary to support real test improvement.
Read More
Ready or Not: AI Is Changing Assessment and Accountability
Advances in artificial intelligence are transforming assessment and accountability. We explore the risks and opportunities of AI in 10 areas of K-12 work.
Read More
Through-Year Assessment: A Radical Renegotiation of the School Accountability Contract
Many states are considering replacing their year-end tests with through-year assessments. But this change would impact states’ implicit accountability contracts with schools.
Read More
Through-Year Assessment: Are We Asking Too Much?
The Center’s latest paper provides sound advice for the states exploring through-year assessment right now, cautioning that this approach comes with serious challenges and tradeoffs.
Read More
How We Talk About Results of Assessment and Accountability Systems
States can use reporting from annual assessment and accountability systems as flashlights, not hammers. But to do that, they need to start planning. Now.
Read More
Slow the Flow of Your RFPs
Advancing educational assessment, like through-year assessment programs, can be supported by changes to the RFP process.
Read More
Using Formative and Large-Scale Assessment as Part of a Comprehensive Recovery System
It’s time to focus on the role of formative and large-scale assessment in student learning recovery efforts.
Read More
Part 2: Measure Twice, Cut Once When Developing Large-Scale Assessments
How long is the test development timeline – that is, how long does it take to develop and deploy a large-scale assessment?
Read More
Part 1: Measure Twice, Cut Once When Developing Large-Scale Assessments
There is a tendency to cut corners in the test development process but these shortcuts can be risky.
Read More